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Summary

Positive Child Guidance 5E includes numerous revisions to make this practical, readable text even more developmentally appropriate, culturally sensitive, and academically sound than its predecessor. Intended to equip adults with information for guiding, managing, and coping with children’s behavior, Positive Child Guidance 5E also helps to make sense of children’s efforts to understand their own emerging needs and feelings while handling adult expectations. Open-ended solutions are presented to encourage students to engage in higher levels of thinking, analyzing, and synthesizing. The text addresses the rightful positioning of both behavior modification and maturation within an overall effective guidance strategy. Positive Child Guidance 5E outlines workable methods for preventing or redirecting inappropriate behaviors and helping children grow up to be useful citizens in a democratic social structure. Innovative strategies include detailed information on using American Sign Language as a tool to empower young children in expressing themselves to support guidance. Inclusion of children with special needs is addressed in terms of guidance issues. In addition, this revised text addresses how the cultural differences of children, parents, and early childhood educators affect day-to-day guidance. Because no single guidance strategy is appropriate for all children at all ages, this book addresses typical characteristics and needs of children as they proceed through chronological and developmental stages. It provides a range of practical, effective, and flexible guidance strategies based on principles of straightforward communication and assertiveness. This book outlines practical, workable steps for creating a cooperative, respectful community of children and adults with special emphasis on sensitivity to cultural and gender-based needs and differences.

Table of Contents

Preface

xxi

Acknowledgments

xxx

Introduction

1

(30)

Overview

1

(4)

Child-Rearing in Today's World

5

(5)

Why Is Parent and Professional Training in Child Guidance Important?

7

(2)

Who Should Be Responsible for the Well-Being and Guidance of Children?

9

(1)

Short-Term Objectives for Child Guidance

10

(7)

What Are the Rights of Children?

13

(2)

How Do We Tell the Difference between Enforcing Reasonable Safety Rules and Being Overprotective?

15

(1)

Why Should Children Be Involved in Maintaining and Protecting Their Environment?

16

(1)

Long-Term Goals for Child Guidance

17

(4)

The Nurturing Environment and Long-Term Development

19

(2)

Children---Our Investment in the Future

21

(2)

Key Terms

23

(1)

Points to Remember

23

(1)

Practical Application

23

(1)

The Spoiled Child---Myth or Reality?

23

(1)

Discussion Questions

24

(1)

Related Readings

24

(5)

Helpful Web Sites

29

(2)

Understanding Children's Behavior

31

(66)

Typical Ages and Stages

31

(5)

Infants (Birth to Twelve Months)

36

(16)

Do Infants Intentionally Respond By Crying?

36

(1)

Can Babies Misbehave On Purpose?

37

(1)

Infant Brain Development

37

(2)

What Are Reflex Responses, and What Is Unconscious Conditioning?

39

(1)

What Is Classical Conditioning?

39

(1)

What Is Operant Conditioning?

40

(1)

What Is Metacognition?

40

(1)

How Do Babies Develop Control of Their Actions?

41

(1)

Why Do Babies Cry?

41

(1)

How Does Trauma and Chronic Stress Affect an Infant's Brain Development?

42

(1)

How Do Babies Develop Trust?

43

(1)

What Is Learned Helplessness?

43

(1)

How Do I Answer Parents' Sleep Questions?

44

(1)

Which Is Best: Flexible Spontaneity or Predictable Routines?

45

(1)

What Are Interaction Styles?

46

(2)

What Do We Mean by Secure Attachment to Caregivers?

48

(1)

Why Do Babies Cling?

49

(1)

Separation and Stranger Anxieties

50

(1)

How Do Babies Perceive Themselves and Their Surroundings?

51

(1)

Toddlers (Twelve Months to Three Years)

52

(15)

Can Toddlers Control Their Feelings and Actions?

52

(1)

How Does Awareness of Cause and Effect Develop?

53

(1)

Toddlers Need to Explore Their Surroundings

54

(1)

Safety Is a Major Issue in Toddler Care

54

(2)

Learning Environments for Toddlers

56

(1)

Can Toddlers Read Body Language?

57

(1)

How Does Verbal Communication Begin?

58

(1)

What Kind of Language Experiences Are Good for Toddlers?

59

(1)

Stranger Anxiety

60

(1)

Separation Anxiety

60

(1)

How Can I Make Friends with a Shy Toddler?

60

(2)

Why Are Toddlers so Possessive?

62

(1)

Why Do Some Toddlers Become so Attached to Security Blankets, Pacifiers, and so Forth?

63

(1)

Why Are Toddlers Stubborn One Minute, Then Clingy the Next?

64

(1)

Are Toddlers Aware of Themselves?

65

(1)

Why Do Toddlers Get so Excited and Happy When They Imitate Each Other?

66

(1)

Preschoolers (Three to Five Years)

67

(11)

Can Preschoolers Make Plans and Decisions?

67

(1)

Meeting Preschoolers' Needs for Communication

68

(1)

Communicating Successfully with Preschoolers

69

(1)

Teaching Preschoolers to Use Words to Express Their Feelings

69

(1)

Does Stress Strain Your Patience with Children?

70

(2)

Friendships Are Important to Preschoolers

72

(2)

How Do Preschoolers Learn to Accept Responsibility?

74

(1)

Allow Preschoolers to Do Things That Are Difficult

74

(1)

Helping Preschoolers Follow Rules

74

(2)

How Do Preschoolers Develop a Positive Sense of Self?

76

(1)

Should Children Be Encouraged to Compete?

77

(1)

Early School-Agers (Five to Eight Years)

78

(7)

Why Do Early School-Agers Ask so Many Questions?

78

(1)

Why Do They Get so Angry If They Do Not Always Win?

79

(1)

How Can I Earn the Respect of School-Agers?

80

(1)

Why Do Early School-Agers Resist Going to Child Care?

81

(1)

Why Do Early School-Agers Get so Upset about Fairness?

82

(1)

Why Do They Insist on Picking Their Own Clothes?

82

(1)

How Can We Help Early School-Agers Become Productive?

83

(1)

How Can We Support Their Self-Esteem?

84

(1)

Older School-Agers (Nine to Twelve Years)

85

(5)

Why Do Older School-Aged Children Argue so Much?

85

(1)

How Can I Get Older School-Agers to Trust and Respect Me?

86

(1)

Why Do Older School-Agers Try so Hard to Be ``Popular''?

86

(1)

Why Do Older School-Aged Children Love Pranks and Jokes?

87

(1)

How Can We Support Older School-Agers' Self-Esteem?

87

(3)

Key Terms

90

(1)

Points to Remember

90

(1)

Practical Application

91

(1)

``I'm Never Gonna `Vite You to My Birth'ay!''

91

(1)

Discussion Questions

91

(1)

Related Readings

91

(5)

Helpful Web Sites

96

(1)

Serving Culturally Diverse Children and Families

97

(74)

Understanding the Dynamic Nature of Culture

97

(3)

What Is Ordinary Culture?

98

(1)

Does Everyone Have Culture?

99

(1)

Understanding Children and Families in the Context of Their Communities

100

(5)

How Did Bronfenbrenner Suggest Visualizing a Person's Inner Self?

101

(1)

What Is Unconditional Acceptance?

102

(1)

What Is Ethical Responsibility?

103

(2)

Prejudice, Racism, and Discrimination

105

(5)

Where Did Prejudice Come From?

105

(1)

When Does Discrimination Begin in Children?

106

(1)

What Are Other Early Signs of Prejudice in Young Children?

107

(1)

What Is Multicultural Education?

108

(1)

How Can We Teach Young Children to Resist Bias?

108

(2)

How Can I Spot Bias, Stereotypes, and Myths About Underrepresented Groups in Books and Other Media?

110

(2)

What Things Should I Know So I Can be More Considerate to People from Other Cultures?

112

(8)

Are There Some Things I Can Easily Do to Help Parents from Other Cultures Feel More Comfortable?

113

(2)

Will These Tips Keep Me from Ever Culturally Offending Anyone?

115

(2)

Are There Some Things I Can Easily Do to Help Children from Other Cultures Feel More Comfortable?